Science 4 Basico I Trim 2018 (V17)
Science 4 Basico I Trim 2018 (V17)
Science 4 Basico I Trim 2018 (V17)
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1st TERM
UNIT 1
Ecosystems
Learning Goals:
Recognize through exploration that an
ecosystem is made up of living things (animals,
plants, etc.) and non-living things (stones,
water, soil, etc.) that interact with each other.
(OA 1)
Unit 1: Ecosystems
Hour: 4-5-6-7
Learning Outcome: Understand and give examples of interactions between living and non- living
things in an ecosystem. Define ecosystem.
Contents: Interactions between living and nonliving things in an ecosystem
What is an ecosystem?
Scientist can calculate the number of animals that live in a large area by counting
the number of animals in small parts of the area and then estimating. The more
small parts they check, the better their estimate is.
Experiment
Materials
• Checkerboard
• Dry puffed cereals
• Calculator (cell phone)
Procedure
1. Scatter two handfuls of cereals on a checkerboard. Guess how many pieces
are on the board.
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2. Work with the classmate next to you. Determine a way to estimate the total
number of pieces.
Write your estimate ______________. (Start with a small area)
Look at the picture carefully. What are the living and non-living things in this
2
environment? Fill in the chart below.
4. ________________________________________________________________________
5. ________________________________________________________________________
2. _________________________________________________________________________
3. _________________________________________________________________________
Let’s summarize!!
4
Copy the following graphic organizer in your science notebook and
complete it.
Living
Things
can …
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2. In this environment, are the non-living parts important for the survival of the
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6 Let’s read!!!
What is an ecosystem?
Animals and plants are living parts of an ecosystem. The nonliving parts
of an ecosystem include air, water, soil and its nutrients, temperature,
rocks and landforms.
Unit 5: Ecosystems
Hour: 8-9
Learning Outcome: Identify characteristics of large ecosystems (biomes) in Chile.
Contents: Characteristics of large ecosystems in Chile
Project
Get together in groups of four.
Materials
• A large piece of construction paper or craft paper
• Markers and felt-tips
• Pictures or drawings
• A computer with internet connection
• Pen and pencil
Procedure
1. Choose one of the following ecosystems:
• Andean Plateau (Altiplano)
• Andes Mountains (Cordillera)
• Atacama Desert (Desierto)
• The Coast (Litoral)
• The Far South (Zona Austral)
• Central Valley (Zona Mediterránea)
Unit 5: Ecosystems
Hour: 11-12-13
Learning Outcome: Recognize levels of organization and interaction between living and non-living
things in an ecosystem.
Contents: Living and non-living things interactions in an ecosystem
Your cycle
Your class
Your name
Our school is organized at several levels. First, it’s you, an individual student. You
and your classmates are organized into a class. Your class and the others belong
to the Junior Cycle. The Infant cycle, the Junior Cycle, the Middle Cycle and the
High Cycle make up our school.
Just like schools are organized, ecosystems are also organized into several
different levels:
Homework
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For further practice, watch the video What is an Ecosystem for kids (Ks3, KS2) at
https://goo.gl/Niv30c
Unit 1: Ecosystems
Hour: 14-15-16
Learning Outcome: Describe structural and behavioural adaptations of animals in different
ecosystems e.g. ducks webbed feet, hibernation, body covering, and
camouflage.
Contents: Structural and behavioural adaptation of animals and plants
Let’s review!
Animals need air, water, food, and a safe place to live and grow. They also
need a place big enough to live in.
All kinds of animals all over the world have got the same needs. An
enormous whale, a grasshopper, or a white heron have to satisfy the same
needs in order to survive.
Answer.
What are the animals in the pictures doing?
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Look at the pictures and compare the teeth of a lion and a horse. Are they alike
or different?
A lion has got sharp teeth because they eat meat; they have to rip their prey apart.
Birds like hawks and owls feed on other animals and they
have very good eyesight that allows them to easily spot a
prey. They catch it with their strong claws. They have curved
beaks that they use to tear apart their prey. These
adaptations help the birds catch and eat other animals.
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walking stick
webbed feet
fins
Organisms that live in the ocean have fins that help them move easily through
water. Ducks have got webbed feet like paddles for water surface propulsion.
Plant adaptations
4 Look at the pictures. Fill in the chart. Explain which features help each animal
to survive in its habitat.
Animal Ecosystem Adaptation for External
feeding, movement characteristic(s)
or protection?
Let’s read!
Unit 1: Ecosystems
Hour: 18-19-20-21
Learning Outcome: Explain interactions between different organisms in a food chain.
Identify animals as herbivores, carnivores, or omnivores according to some
physical features (teeth, nails, chewing structures).
Contents: Producers, consumers and decomposers.
Experiment
Drawing
Colour
Transparency
Level of water
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All living things need energy to live and grow. This energy comes from food.
A food chain shows how each living thing gets its food and how energy is
passed from one organism to another. Animals get energy and nutrients by
eating other animals or plants. For example, a slug eats a lettuce and a
thrush eats the slug.
Consumers
Many living things cannot make their own food. They get their
food by eating other living things. A living thing that eats other
organisms is called a consumer.
3 Read the information in the box. Draw and label the food chain on page 27.
Kinds of Consumers
There are several kinds of consumers and they are classified by what they eat.
Herbivores are consumers that eat only plants such as zebras, horses, cows, and
others. They obtain the nutrients they need to live from plants.
Carnivores are consumers that eat only animals such as lions, pumas, tigers,
etc. They obtain the nutrients they need from other animals.
Omnivores are consumers that eat both plants and animals such as pigs, bears,
and others.
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Decomposers
or to a potato?
6 In your science notebook, paste pictures (or draw) and label five producers
and five consumers in the table below.
Answer the following question.
What role do you think human beings have got in an ecosystem? Why?
Homework
Consumers in an ecosystem
Look at the following Venn diagram. Label the animals. Write the types of
consumers.
Unit 1: Ecosystems
Learning Outcome: Predict the consequences of changes in food chains for the ecosystem.
Hour: 22
Contents: Consequences of changes in food chains
Project
Research about a Chilean animal in danger of extinction. Refer to different
sources of information.
1. Describe the animal’s habitat.
2. What kind of consumer is it? Why?
3. Draw a food chain including the animal.
4. What will happen if one of the organisms in the food chain disappears?
5. What will happen if the population of an organism increases?
6. Present your work to the class in a poster.
damages a forest where pudúes live so they will not find enough food to
eat and their population will drop. Pumas that feed on pudúes will then
have less food to eat and consequently the number of pumas in that
Organisms may also change the environment they live in. When they feed, grow in
population, or build their homes.
An example of
these changes is
the way in which a
swarm of locusts attacks and destroys all
crops. After they eat everything the area
becomes very dry.
swarm of locusts
Changes in ecosystems are sometimes slow and others sudden, they may be
widespread or limited to a small area but they will always affect the environment.
Slow Changes
Sometimes changes occur very slowly.
Climate changes, seasons, continent positions
have changed during the past years. For
example The Sahara Desert has shown very
humid periods of time as well as very dry ones.
Sudden Changes
Wildfires, hurricanes, flooding,
earthquakes, tsunamis and other natural
disasters cause sudden and fast changes
in an ecosystem.
Abundant rainfall, giant waves may
change and flood a coastal area. A
wildfire may end with everything in an
ecosystem. Fast changes force species
to move away or migrate to find the resources they need to survive.
2 Look at the pictures and read the captions. Classify them as slow change or
sudden change.
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A volcano eruption can destroy or kill Flooding can cause dramatic changes
in the environment.
many organisms but at the same time it
can cover the soil with nutrients that can
be used by other organisms.
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Human beings are responsible for most of the changes in the environment of
ecosystems. We cut down trees to get wood, build power stations to get
electricity, build houses, roads and pollute.
Human beings change the balance in ecosystems. For example, we may pollute
the water, air, soil or we can bring new species of plants and animals. The
overexploitation of animals and plants by people damages the environment.
Let’s talk!
How do you think these human activities will affect the place where you live?
Pollution
Pollution means any contamination of air, soil, water and environment. Loud noise
is also pollution. Car and factories put gases into the air that produce harm.
Chemicals that produce humans end up in rivers and oceans. People also throw
trash everywhere. Most of this trash does not break down causing pollution.
A non-native species or introduced species is a plant or animal that does not grow
up naturally in an ecosystem. In Chile people have introduced some new plants
and animals into the ecosystems.
• Can you name non-native plants introduced in Chile?
• How do you think they affect an ecosystem?
Are there ways to reduce the negative impact our actions have on the
environment?
2. What is a ‘ban’?
4. Why do you think there are laws that regulate hunting and fishing?
6. How does the Chilean government preserve and protect our environment?
national park.
Endangered Species
Endangered species are animals or plants that can disappear. This means that
they can disappear from the Earth. The following table shows the names of some
animals in danger of extinction in Chile.
4
Paste a picture for each endangered animal.
Vicuña Ñandu
UNIT 2
Learning Goal:
Matter everywhere
1 Let’s work!!
1. Get four different objects from your schoolbag or pencil case.
2. Drop one object and hear the sound.
3. Drop a second object and hear the sound. Are the sounds similar?
Different?
4. Are all objects different?
5. What characteristics make them alike?
6. What characteristics make them different?
7. Do they share some characteristics? Which ones?
8. Share your answers with your class.
Let’s read!
What is matter?
Matter is anything that has mass and takes up space. All matter has
properties.
A property is a quality or a characteristic of an object.
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What is mass?
Let’s experiment
Get together in groups of four.
Materials
• A pan balance
• A 100-peso coin
• A 10-peso coin
• An eraser
• A paper clip
• A small stone
• A piece of cardboard
Procedure
1. Place the 100-peso coin on the right pan and the 10-peso coin on the left pan.
Which end of the balance goes down?
2. Continue comparing the mass of the other objects.
3. Record your results in the following table:
10-peso coin
Observation 2 Eraser
Paper clip
Piece of cardboard
4. Fill in the following sentences using “more mass than” or “less mass than”.
1 Arrange the objects from the one with greatest mass to the one with the least
mass.
Write.
Answer
Let’s read!
What is mass?
Mass is the amount of matter in an object. You can feel the mass of
objects as weight when you pick them up. Objects that have much
matter are heavy. Objects that have little matter are light.
What is volume?
Think and answer!
Class experiment
Materials
• A plastic tray • An eraser
• A small plastic container • A paper clip
• A 100-peso coin • A stone
• A 10-peso coin
Procedure Figure 1
Container
Water
Tray Water Water
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2. What will happen if you put the stone inside the container?
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Paper clip
Stone
100-peso coin
10-peso coin
Eraser
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2. Is the amount of water overflowing from the container related to the volume
of the object?
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What is volume?
Volume is the amount of space an object takes up. Solids, liquids, and
Vocabulary
*overflow: to be so full that the contents go over the sides
Revision
Matter is anything that has mass and takes up space. Matter is everything around
you. Everything you can see, smell, or touch, but some things that you cannot see,
smell, or touch are matter too. Air is an example of matter you sometimes cannot
see, smell, or touch. When you blow up a balloon, you see that air takes up space.
Properties of matter
• Volume. Some objects take up a large amount of space while others take up a
small amount of space.
• Hardness. Objects can be hard or soft, such as an inflated football.
• Colour, matter can be red, pink, green, or any other colour:
• Texture, objects can feel smooth or rough, hard or soft. A mirror is smooth while
sandpaper is rough.
• Shape, matter can be different shapes such as round, flat, or square.
• Size, matter can be big or small or it can be long or short.
1st Term 2017 Version Page 50 of 51
4th Grade SCIENCE WORKBOOK
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